Childminder

Childminder

Unique reference number (URN): 503679 Registered with Ofsted: 24/07/2001 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make good progress. They are confident, motivated learners who are well prepared for their next stage of education. They benefit from a rich, well-planned curriculum that builds securely on what they know and can do. Children who face additional barriers to learning are equally well supported to make sustained progress from their starting points.

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Achievement Strong standard

Children engage fully in activities and demonstrate growing curiosity and confidence. They show sustained attention as they participate in sensory based activities. Children confidently identify numerals and shapes and count independently as they play. Communication and language are consistently promoted. Children excitedly rush to get song props and join the childminder as she sings the corresponding action rhyme.

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Achievement Strong standard

Children behave very well and demonstrate positive learning behaviours. Children learn about themselves, their friends and their local community. Experiences within the local community help children understand similarities and differences, preparing them for life in modern Britain.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a consistently positive environment with clear, shared expectations for behaviour. She is a calm and highly positive role model, supporting children to understand rules, routines and socially acceptable behaviour. Strong, nurturing relationships help children feel safe and respected, enabling them to manage their feelings with increasing confidence.

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Behaviour, attitudes and establishing routines Strong standard

From a young age children are supported to take turns, share resources and show care for others. Expectations are adjusted sensitively to reflect each child's age, stage of development and individual needs. Good manners are consistently promoted, and children demonstrate these routines confidently. The childminder supports the youngest children particularly well, gently reminding them to ask for help when faced with routine challenges. This contributes to a harmonious atmosphere.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to promote good attendance and punctuality. Parents understand its importance and comment positively on the wide range of experiences and outings their children can access as a result. Children benefit from a respectful, well-organised setting where positive behaviour and cooperation are consistently supported and modelled.

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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's welfare and wellbeing. She provides a warm, inclusive home-from-home environment where individual needs are fully understood. The childminder is mindful of family circumstances and when children may need additional emotional support to help them manage change or barriers to their learning. Parents talk extremely positively about the secure bonds their children have formed with the childminder and the progress their children make.

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Children's welfare and wellbeing Strong standard

Routines such as sleeping, feeding and weaning are adapted sensitively to support children's comfort. The childminder helps children recognise and manage their emotions, building a secure sense of emotional wellbeing. Children also develop an understanding of their physical development, personal safety and health. They enjoy daily outdoor play and learn how fresh air, movement and good oral health contribute to a healthy lifestyle. The childminder safely heats and serves meals provided by parents and ensures children enjoy a range of healthy snacks. She uses discussion and planned activities to strengthen children's understanding of the benefits healthy eating habits.

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Curriculum and teaching Strong standard

The childminder has a strong understanding of the quality of her curriculum and teaching. She uses effective assessment to identify what children know and can do and where additional support is needed. This enables her to plan an ambitious, well-sequenced curriculum that supports continuous improvement. This experienced childminder is very aware of each child's preferred learning styles. She skilfully adapts planned activities in the moment to follow children emerging thinking. This enables children to test out new ideas as they use a range of tools to scoop and pour rice. Children smile happily as they listen to the 'pitter, patter' sound as the rice falls into a plastic tray.

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Curriculum and teaching Strong standard

The curriculum for mathematics is securely embedded. The childminder builds on what children know as she supports them to identify if their container is full, half full or empty. Communication and language skills are prioritised. The childminder models rich vocabulary and provides daily opportunities for stories, songs and rhymes to support children's speech development.

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Curriculum and teaching Strong standard

Physical development is very well promoted. From an early age children are taught how to navigate obstacles in their way and to climb safety. Personal, social and emotional development is ingrained throughout a seasonal, topic-based curriculum that includes cultural and religious celebrations.

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Curriculum and teaching Strong standard

The childminder knows each child well. When necessary, she makes appropriate adaptations. This ensures all children benefit from a rich, well-planned curriculum that builds the skills, knowledge and attitudes they need to support future learning and their transition to school.

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Inclusion Strong standard

The childminder's sound understanding of child development and her ability to identify when children may need additional support has a positive impact on children's progress. She gathers detailed information from parents at the earliest opportunity and maintains an effective two-way communication. Children's individual needs are recognised quickly, enabling support to be put in place before gaps in their learning widen.

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Inclusion Strong standard

The childminder skilfully plans and assesses children's progress. This results in well- targeted support that leads to sustained improvements. Careful monitoring and regular checks ensure that any support needed remains effective. As a result, children with emerging or identified needs are supported to make clear improvements in all areas of their learning.

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Inclusion Strong standard

Any advice from professionals is consistently embedded. The childminder enhances her practice through relevant professional development. She demonstrates a secure understanding of how communication underpins wider learning. Positive daily interactions enable children to make significant progress in their communication and language development.

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Inclusion Strong standard

The childminder can clearly explain how additional funding could be used to improve outcomes for disadvantaged children, ensuring resources and training directly target identified needs.

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Leadership and governance Strong standard

This very experienced childminder manages her setting well. She provides a high-quality provision for the children in her care and their families. The childminder is very mindful of current guidance and makes changes swiftly to improve her practice.

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Leadership and governance Strong standard

The childminder works very closely with parents and mutually respectful relationships are evident. Parents speak very highly about the quality of care provided. The childminder routinely gathers information about children's interests, their experiences and development at home. She ensures parents are well informed about children's progress and their time in her care. She routinely shares activity sacks with parents, that are designed to help parents to further support their child's learning at home.

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Leadership and governance Strong standard

The childminder is committed to self-evaluation and future professional development. She completes all mandatory training and undertakes her own reading to further develop her understanding of potential barriers to learning. The childminder has taken prompt and effective action to address weaknesses identified at her last inspection. This ensures that risk assessments are effective, and food is always prepared in a safe and hygienic way.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children thrive in this welcoming and supportive environment. They and their parents are enthusiastically welcomed into the childminder's home. Children's safety and emotional wellbeing are a priority. The childminder encourages parents to make regular visits with their child before they start. She shares the benefits of regular attendance and establishing routines and very positive relationships are quickly established. Children are happy, settled and demonstrate a strong sense of belonging in this home-from-home environment. Children are familiar with their surroundings and with the routines of the day. They are eager to help, spontaneously setting out their own chairs in readiness for meal and snack time. In preparation for outdoor play, they sit down ready to put on their 'bobs' knowing the childminder will help them with their wellington boots.

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What it's like to be a child at this setting

Children benefit from a well-sequenced curriculum that is individually tailored to support each child from the time they start. This very experienced childminder knows the children in her care exceptionally well. She gathers detailed information from families from the outset and maintains strong two-way communication. This enables swift and accurate identification of individual needs, including those who may have special educational needs and/or disabilities. The childminder provides support and encouragement to help ensure every child gets a good start in their education.

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What it's like to be a child at this setting

The curriculum for outdoor learning is very strong. Children excitedly investigate the exceptionally well presented, child-centred garden. Fascinated, young children repeatedly visit the secure water feature and potential other known hiding areas around the garden to look for a frog. Supported by the childminder children quickly become knowledgeable about

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. the lifecycle of the frog and are eager to learn more about the natural world. They play with imagination and act out stories they know as they 'trip, trap' over the small bridge.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children.

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About this inspection

The inspector spoke with the childminder, children and parents during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. This data is from 17 March 2026

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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